Abstract
During the last decade, it has been both suggested and proven that problem-based learning (PBL) can enhance learning by encouraging students to solve real-life problems and work on interdisciplinary projects. This chapter aims to share experiences and implications for how to develop a successful student group process in an interdisciplinary PBL project. The empirical work focuses on a case of a student-built satellite project (AAUSAT3) at Aalborg University (AAU) in Denmark. From data collected in interviews and observations, this chapter presents both good experiences and limitations of group processes according to four aspects: (1) peer-arranged group formation, (2) task-related group diversity, (3) self-managed groups and shared responsibility, and (4) supervisors as expert learners. The findings imply that it is necessary to (1) develop more effective self-managed student groups and (2) develop interdisciplinary supervision groups to better manage the challenges of complexity arising from interdisciplinarity.
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Zhou, C., Krogh, L. (2019). Developing Successful Group Processes in Interdisciplinary Projects. In: Jensen, A., Stentoft, D., Ravn, O. (eds) Interdisciplinarity and Problem-Based Learning in Higher Education. Innovation and Change in Professional Education, vol 18. Springer, Cham. https://doi.org/10.1007/978-3-030-18842-9_9
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DOI: https://doi.org/10.1007/978-3-030-18842-9_9
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